Literature review on the feedback process aimed at student learning
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Abstract
Feedback is an essential part of formative evaluation within the teaching-learning process and is given with the purpose of providing opportunities to students to regularize their learning, achieve goals and promote autonomy through self-reflection and self-evaluation. Objective: The present review article aims to examine the scientific production on feedback in learning. Materials and method: The method used in this research is initially the heuristic that facilitated the search and selection of various potential scientific articles from indexed journals as Dialnet, Redalyc, Scielo, Scopus and Google Scholar from years 2017-2021. And hermeneutics for the review of the literature, the analysis, the description and argumentation of the articles referring to the subject. Results: Feedback promotes the active participation of interaction between the teacher and the student and between students to assess strengths, overcome learning difficulties and achieve the planned goals. Conclusions: Feedback is relevant because it favors the achievement of student learning by promoting autonomy in learning from the identification of difficulties to overcome them.
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